Gröhbiel, Urs
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- PublikationTheory-practice gap: the experiences of Nigerian nursing students(Unisa Press, 2018) Odetola, Titilayo Dorothy; Oluwasola, Olusola; Pimmer, Christoph; Dipeolu, Oluwafemi; Akande, Samson Oluwayemi; Olaleye, Oladipupo Samuel; Gröhbiel, Urs; Ajuwon, Ademola Johnson [in: Africa Journal of Nursing and Midwifery]The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n=80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1)procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2)political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3)material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4)temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationMobile instant messaging (MIM) to support teaching practice: insights from a nurse tutor program in Nigeria(University of Malawi, 2018) Ajuwon, Ademola; Pimmer, Christoph; Odetola, Titilayo; Gröhbiel, Urs; Olusola Oluwasola; Olaleye, Oladipupo [in: Malawi Medical Journal]Aim To determine the feasibility of using the Mobile Instant Messaging (MIM) platform, WhatsApp, to provide supervision and support for student nurse tutors during a teaching practice placement in Nigeria. Methods A descriptive qualitative method was used to design and evaluate a six-week WhatsApp group discussion intervention among 19 student nurse tutors. Two pre-intervention focus group sessions (n=9 and n=10) and a workshop were conducted to assess the students' content needs and media usage, and to develop a short online supervisory curriculum. To evaluate the intervention, two focus group sessions (n=9 and n=9) were carried out, transcribed verbatim, and analysed together with the actual WhatsApp conversations using thematic content analysis. Findings The participants found the WhatsApp-enabled learning space valuable, in particular for the transfer and application of knowledge in their day-to-day teaching practice and, more generally, for their professional development. There were rich and multifaceted indicators of learning and professional development in evidence which were mostly triggered by specific facilitation techniques. The four themes from the WhatsApp conversations are: (1) sharing and discussing “tricks of the trade”; (2) providing direction and triggering reflective (teaching) practice; (3) sparking professional discussions and announcing professional development opportunities; and (4) maintaining a continuous moderating and teaching “presence”. Conclusion Despite some technical challenges centered mainly on the accessibility of the MIM space, the study identified indicators of good supervision practice and the results point to the feasibility and value of MIM to enhance supervision during teaching practice.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationFacebook for supervision? Research education shaped by the structural properties of a social media space(Taylor & Francis, 2017) Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Gröhbiel, Urs [in: Technology, Pedagogy and Education]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationMobile and ubiquitous learning in higher education settings. A systematic review of empirical studies(Elsevier, 2016) Pimmer, Christoph; Mateescu, Magdalena; Gröhbiel, Urs [in: Computers in Human Behavior]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationSupervision on social media. Use and perception of Facebook as a research education tool in disadvantaged areas(Athabasca University Press, 2016) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona [in: International Review of Research in Open and Distributed Learning]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationUsing mobile phones and social media to facilitate education and support for rural-based midwives in South Africa(AOSIS, 2015) Chipps, Jennifer; Pimmer, Christoph; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Ndebele, Thandi; Gröhbiel, Urs [in: Curationis]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationMobile learning in resource-constrained environments. A case study of medical education(Taylor & Francis, 01.12.2012) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Kumar Jha, Anil; Burg, Günter [in: Medical Teacher]Background: The achievement of the millennium development goals may be facilitated by the use of information and communication technology in medical and health education. Aims: This study intended to explore the use and impact of educational technology in medical education in resource-constrained environments. Methods: A multiple case study was conducted in two Nepalese teaching hospitals. The data were analysed using activity theory as an analytical basis. Results: There was little evidence for formal e-learning, but the findings indicate that students and residents adopted mobile technologies, such as mobile phones and small laptops, as cultural tools for surprisingly rich "informal" learning in a very short time. These tools allowed learners to enhance (a) situated learning, by immediately connecting virtual information sources to their situated experiences; (b) cross-contextual learning by documenting situated experiences in the form of images and videos and re-using the material for later reflection and discussion; and (c) engagement with educational content in social network communities. Conclusion: By placing the students and residents at the centre of the new learning activities, this development has begun to affect the overall educational system. Leveraging these tools is closely linked to the development of broad media literacy, including awareness of ethical and privacy issues.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationFacebook as a learning tool? A case study on the appropriation of social network sites along with mobile phones in developing countries(Wiley, 2012) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs [in: British Journal of Educational Technology]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationE-Learning: Den Mehrwert steuern(Springer, 2010) Gröhbiel, Urs; Stoller-Schai, Daniel; Pimmer, Christoph [in: Personal]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationNutzbringender Transfer - von Web 2.0 zu Enterprise 2.0(Elsevier, 2009) Gröhbiel, Urs; Rohs, Matthias [in: Alpha]01A - Beitrag in wissenschaftlicher Zeitschrift